Summer 2019 - EDUC 845 G031

Learning Mathematics with Computers (5)

Class Number: 4690

Delivery Method: In Person


  • Course Times + Location:

    Location: TBA



Experience in incorporating computers in mathematical problem solving, adaptation of materials for use in mathematics classroom.


Meeting Dates: ·
April 5, 6, 7
April 26, 27, 28
May 10, 11, 12
June 7, 8, 9

Fridays 5:00 – 9:00 pm;
Saturdays 8:30 – 3:00 pm;
Sundays 8:30 – 1:00 pm

Grande Prairie Regional Community College,



Students will have many experiences in using digital technologies to practice with and address a variety of mathematical topics across the curriculum. They will reflect on how to best integrate these technologies within their own teaching, with particularly attention to how they change current practices (such as assessment), as well as look at current assumptions about particular mathematical concepts (and how they might change with different technologies).


  • Introduction to a reading 25%
  • Technology/task critique 25%
  • Try something in your classroom 25%
  • Weekly assignments 25%


1. Introduction to a reading: Readings will be introduced in pairs. This will involve addressing questions such as (but you don’t need to address them all): What is the article about? Who is the intended audience? Is it rhetorical, empirical or theoretical in its arguments? What do you find interesting? How does it connect to activities or discussions we’ve had in the course? What question would you have for the author? Please also be prepared to have some questions you would like the whole group to discuss.

2. Technology/task critique. You will first choose a digital technology and an accompanying task (which you might design yourself, but you don’t have to). You will then describe it and critique it. For the description, it would be useful to be able to show it in class since words often do not do justice to the spatial and temporal nature of computer-based interactions. You will then critique the technology/task. This will involve attending to the various design choices that were made and that we’ve discussed in class. Is it manipulative or constructive? What kind of feedback is given? Is the interaction direct or indirect? Is it continuous or discrete? What things can you do with it that you couldn’t do in a paper-and-pencil environment or with physical manipulatives? How does it change the nature of the mathematical objects involved? Does the task make good use of the digital technology? What kinds of actions does it invite students to undertake? How does it help teachers learn about what students can do and can think? What would you change about the task or the digital technology? Presentations will be made during class meetings.

3. Try something out in your classroom. Design, implementation and analysis of a classroom situation in which digital technology was involved. Given the constraints of your access to digital technology, and the constraints of your curriculum, devise a task or situation in which you can use a digital technology. This might involve using a laptop with a small group of students, going to the computer lab, using iPads, doing an activity with an IWB, or any other configuration that works for you. Before you actually try it out, write down what you predict will happen, with particular attention to how you think the use of the digital technology will affect your classroom and/or your students. Then, take notes of what you experience immediately after your implementation. If you can, gather work from the students, or jot down some things they said or did to help you explain what happened. Please produce a written report that includes the following: the task/technology you chose, the predictions you made, what actually happened, a reflection on what you would do differently next time. Presentations will be made during class meetings.



All students must purchase a student license for The Geometer’s Sketchpad, Version 5. For year-long licence go to:


Mindstorms: Children, Computers and Powerful Ideas – Seymour Papert.
ISBN: 0465046746

Other readings will be distributed in class

Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.

Registrar Notes:

SFU’s Academic Integrity web site is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University.